Lesson Plan: Temperature and Heat - Fundamental Thermodynamic Principles

Subject: Physics Grade Level: [Specify Grade Level, e.g., Grade 9, Grade 10] Time Allotment: 60 minutes Learning Competency: Explain fundamental
thermodynamic principles related to Temperature and Heat, including heat transfer mechanisms, specific heat, and energy conservation.

I. Objectives

At the end of the lesson, students will be able to:

1. Differentiate between temperature and heat.

2. Describe the three primary modes of heat transfer: conduction, convection, and radiation.

3. Define specific heat capacity and its role in temperature change.

4. State the First Law of Thermodynamics in terms of internal energy, heat, and work (simplified).

5. Solve basic quantitative problems involving specific heat capacity.

6. Identify real-world applications of these principles in their daily lives.

II. Subject Matter

• Topic: Temperature and Heat: Fundamental Thermodynamic Principles

• References:

o [Specify Textbook/Module/Online Resource 1]

o [Specify Textbook/Module/Online Resource 2]

o [Any relevant scientific articles or reliable websites for deeper understanding]

• Materials: Whiteboard/Blackboard, Markers/Chalk, Projector (optional), Laptop (optional), Prepared problem sets.

III. Procedure

A. Acquire (15 minutes)

• Introduction (Hook):

o Begin by asking students: "Why do we wear jackets when it's cold, but drink cold halo-halo when it's hot? What makes food cook in
a pan? How does the sun warm us?" (Guide them towards the idea of hot and cold, and energy movement).

o Introduce the concepts of Temperature and Heat as central to this lesson.

• Defining Temperature:

o Define temperature as a measure of the average kinetic energy of the particles within a substance. Higher kinetic energy = higher
temperature.

o Discuss common temperature scales (Celsius in the Philippines, Fahrenheit, Kelvin). Focus on Celsius.

• Defining Heat:

o Define heat as the transfer of thermal energy from a region of higher temperature to a region of lower temperature. Emphasize that
heat is energy in transit, not something an object "has."

• Modes of Heat Transfer:

o Conduction: Heat transfer through direct contact between particles, without macroscopic movement of the material itself (e.g.,
heat traveling through a metal spoon in hot soup). Explain molecular vibrations transferring energy.

o Convection: Heat transfer through the movement of fluids (liquids or gases) due to density differences (e.g., boiling water, sea
breeze in coastal areas like Taguig). Explain hot fluid rising, cold fluid sinking.

o Radiation: Heat transfer through electromagnetic waves, which does not require a medium (e.g., heat from the sun, warmth from a
bonfire). Explain how objects emit and absorb radiant energy.

• Specific Heat Capacity (c):

o Explanation: Emphasize that different substances have different capacities to store heat (e.g., water has a high specific heat,
metals have low specific heat).

o Formula: Q=mcΔT

▪ Q: Heat energy transferred (Joules, J)

▪ m: Mass of the substance (kilograms, kg)

▪ c: Specific heat capacity (J/kg°C)

▪ ΔT: Change in temperature (°C)

B. Analyze (20 minutes)

• Elaboration on Heat Transfer with Examples:

o Conduction: Holding a hot mug, using a frying pan. Discuss good conductors (metals) vs. insulators (wood, plastic, air).

o Convection: Air conditioning systems in malls, boiling sinigang in a pot, the habagat and amihan winds in the Philippines.

o Radiation: Feeling the warmth from the asphalt roads in Taguig on a sunny day, using a microwave oven, warmth from a charcoal
grill for inihaw.

• Specific Heat Capacity - Conceptual Discussion:

o "Why does sand get very hot quickly on a beach in Batangas, while the seawater stays relatively cool?" (Sand has a lower specific
heat than water).

o "Why is water a good coolant for engines or in cooling systems?" (High specific heat means it can absorb a lot of heat without a large
temperature increase).

• Illustrative Example (Specific Heat Calculation - Teacher-Led):

o Example 1: "How much heat energy is required to raise the temperature of 2 kg of water from 20°C to 80°C? (Specific heat of water =
4186 J/kg°C)"

▪ Show calculation: Q=(2 kg)(4186 J/kg°C)(80°C−20°C)=(2)(4186)(60)=502,320 J.

o Example 2 (Finding ΔT): "If 50,000 J of heat energy is added to 1 kg of copper (specific heat = 385 J/kg°C) at 25°C, what is its final
temperature?"

▪ Show calculation: ΔT=Q/(mc)=50,000 J/((1 kg)(385 J/kg°C))≈129.87°C. Final Temp = 25°C+129.87°C=154.87°C.

• First Law of Thermodynamics (Simplified):

o Statement: "Energy cannot be created or destroyed, only transferred or transformed."

o Application to Heat & Work: For a thermodynamic system, the change in its internal energy (ΔU) is equal to the heat added to the
system (Q) minus the work done by the system (W).

o Formula: ΔU=Q−W.

o Conceptual Link: Emphasize that heat and work are forms of energy transfer that can change a system's internal energy (its
temperature and phase). When you heat something, its internal energy increases; when it does work, its internal energy decreases.

C. Apply (15 minutes)

• Problem-Solving (Individual/Paired Practice):

o Provide students with 2-3 problems that require applying specific heat capacity.

o Problem 1: A 0.5 kg aluminum pot (specific heat = 900 J/kg°C) cools from 100°C to 25°C. How much heat energy did it release?

o Problem 2: A 200 g iron block absorbs 15,000 J of heat energy. If its specific heat is 450 J/kg°C, what is the change in its
temperature? (Remember to convert grams to kilograms).

o Problem 3 (Conceptual): Explain which mode of heat transfer is primarily responsible for:

▪ a. Feeling the warmth of a fire from a distance.

▪ b. Heating water in an electric kettle.

▪ c. The handle of a metal spoon getting hot when left in a bowl of hot lomi.
 • Circulate and Provide Support:

o Monitor student progress, answer questions, and provide guidance as needed.

o Emphasize correct units and showing all steps.

D. Assess (10 minutes)

• Recap and Synthesis:

o Ask students to differentiate between temperature and heat.

o Have them name and briefly describe the three modes of heat transfer.

o Reiterate the specific heat formula and the First Law of Thermodynamics conceptually.

o Ask for a new example of each heat transfer type they observe daily in Taguig or the Philippines (e.g., car engines cooling, air
conditioning, sun on roofs).

• Quick Check/Exit Ticket:

o Distribute a short quiz (2-3 questions) or ask students to answer the following on a slip of paper:

1. What is the difference between heat and temperature?

2. A large kawa (wok) full of oil for cooking kwek-kwek gets hot primarily through what mode of heat transfer from the stove
burner to the oil?

3. How much heat is needed to raise the temperature of 0.2 kg of a substance with a specific heat of 2000 J/kg°C by 10°C?

• Review of Answers (if time permits) or Collect for Assessment:

o Briefly go over the answers to the quick check or collect the slips to gauge understanding for future lessons.

IV. Assignment

• Review: Review notes on temperature, heat, heat transfer mechanisms, specific heat, and the First Law of Thermodynamics.

• Real-World Application Analysis:

o Describe how convection helps to cool your house or classroom in Taguig City.

o Explain why a metal car seat gets much hotter than a fabric car seat when left under the sun for the same amount of time. Which
concept explains this?

• Problem-Solving: Solve the following problem:

1. A 0.8 kg iron skillet (specific heat =450 J/kg°C) is heated from 20°C to 180°C on a stove.

▪ a. How much heat energy did the skillet absorb?

▪ b. If this heat energy were transferred to 0.5 kg of water initially at 20°C, what would be the final temperature of the water?
(Specific heat of water =4186 J/kg°C). (Assume all heat from the skillet goes into the water).

ctivity: "Heat Transfer Relay Challenge!"

Integration Point: This activity is ideally placed in the "Apply" phase of your lesson, after students have acquired the definitions and analyzed examples
of conduction, convection, and radiation. It serves as a fun, practical assessment of their understanding.

Learning Objectives Reinforced: Students will be able to:

• Identify and explain the primary modes of heat transfer (conduction, convection, radiation) in various scenarios.

• Apply their understanding of these principles in a fast-paced, collaborative setting.

Materials (for 4-5 stations, consider having duplicates for multiple teams to run simultaneously):

• Station 1: Conduction Zone

o Materials: Metal spoon, wooden spoon/chopstick, plastic spoon (all at room temperature). Small ice cube per team. Paper towels.

o Task Card: "Place the ice cube on each spoon for 5 seconds. Which spoon melts the ice fastest? Explain why in one sentence."

• Station 2: Convection Current Chaos

o Task Card: "Add 1-2 drops of food coloring to the water. Observe. In one sentence, describe how the heat is spreading."

• Station 3: Radiation Radar

o Materials: A warm (but safe-to-touch) object, like a mug of warm water or a low-wattage incandescent bulb (turned on). Two small
pieces of cardboard: one covered in black paper, one in white paper.

o Task Card: "Without touching, place your hand near the warm object. How do you feel the heat? Now, hold the black and white
cards in the light/near the object – which feels warmer? Explain why in one sentence."

• Station 4: Mixed Scenario Challenge

o Materials: Task Card with 2-3 short scenarios.

o Task Card: "Identify the primary mode(s) of heat transfer for each scenario:"

1. "Feeling the warmth from a charcoal grill used for inihaw."

2. "Your hand getting hot from holding a metal pot of boiling sinigang."

3. "The way warm air rises and cools a room with an air conditioner."

• Station 5 (Optional - Local Application): Specific Heat/Conceptual Challenge

o Materials: Task Card with a conceptual question.

o Task Card: "Explain in one sentence why, on a hot day in Taguig, the asphalt road feels much hotter than a nearby puddle of water,
even if both are under the same sun." (Relates to specific heat).

• For the Relay:

o Stopwatch/Timer.

o Pencils/Pens and a small answer sheet/index card for each team to write down their answers at each station.

o Designated "Teacher Checkpoint" for quick verification.

Safety Reminders:

• Hot Water: Teacher MUST handle and pour hot water. Warn students about the hot beaker.

• Electrical: Ensure any light bulbs are safely set up and not to be touched directly if hot.

• Supervision: Circulate constantly to ensure safe handling of materials and adherence to instructions.

Procedure:

Part 1: Setup & Instructions (10-15 minutes)

1. Divide into Teams: Divide the class into 4-5 teams (depending on the number of stations you set up).

2. Explain the Relay (5 minutes):

o "Today, we're having a 'Heat Transfer Relay'! Each team will race to complete tasks at different stations, demonstrating your
understanding of conduction, convection, and radiation."

o "Each station has a task card. When it's your turn, read the card, perform the action, and write your answer/explanation clearly on
your team's answer sheet."

o "Once you finish a station's task and have your answer ready, raise your hand for me to do a quick check. If it's correct, I'll tell you to
tag your next teammate for the next station."

o "The goal is accuracy AND speed. The first team to correctly complete all stations wins!"

o Emphasize safety rules, especially around hot water and electrical components.

o Assign each team a starting station.

3. Station Setup: Have the stations clearly marked and ready with materials and task cards.

Part 2: The Heat Transfer Relay! (25-30 minutes)

1. "Go!" Command: On your signal, the first member from each team goes to their assigned starting station.
 2. Execution:

o Station 1 (Conduction): Student feels/tests the spoons/materials. Writes which melts ice fastest and why (e.g., "Metal spoon; it
conducts heat away from the ice cube most efficiently.").

o Station 2 (Convection): Student adds food coloring. Observes the swirling motion. Writes how heat spreads (e.g., "Heat spreads by
the movement of the hot, less dense water rising and cooler, denser water sinking.").

o Station 3 (Radiation): Student places hand near the source. Writes how heat is felt (e.g., "Through invisible waves, radiation."). Feels
the cards. Explains difference (e.g., "Black card feels warmer because it absorbs more radiant energy.").

o Station 4 (Mixed): Student reads scenarios. Writes down the primary heat transfer mode(s) for each.

o Station 5 (Optional): Student writes their explanation for the conceptual question.

3. Teacher Checkpoints: As teams finish a station, quickly verify their answer. If incorrect, give a subtle hint or ask a guiding question to prompt
correction (e.g., "Think about how the particles are moving here..."). Once correct, give the go-ahead for the next teammate.

4. Team Progress: Encourage teamwork, communication, and clear handwriting for answers.

Part 3: Review & Discussion (10-15 minutes)

1. Congratulate Winners: Announce the winning team(s).

2. Review Answers: Go through each station's task and the correct answers as a class.

o For Conduction: Discuss thermal conductivity.

o For Convection: Reiterate density differences and fluid movement.

o For Radiation: Emphasize electromagnetic waves and absorption/emission.

o For Mixed Scenarios: Discuss why certain modes are dominant.

o For Optional Station: Explain specific heat difference between asphalt and water.

3. Debrief (5 minutes):

o "What did you learn or observe that was new or surprising?"

o "How does this relay help you understand heat transfer better than just reading about it?"

o "Where else in our daily lives here in Taguig or the Philippines do you see these different types of heat transfer in action?" (e.g.,
cooking lugaw, drying clothes under the sun, open-air markets getting hot, air con units in buildings).